scholarly journals STUDENTS SATISFACTION ON BILINGUAL PROGRAM IN MAKASSAR

2019 ◽  
Vol 1 (2) ◽  
pp. 62-69
Author(s):  
Andi Hamzah Fansury ◽  
Rampeng Rampeng
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Bilingual Program ◽  
English Bilingual ◽  
Mixed Method Design ◽  
English Students ◽  
Students Satisfaction ◽  
Interest And Motivation ◽  
Academic Year ◽  
Learning English

The objectives of the research were (1) to describe the students satisfaction on bilingual program at secondary school in Makassar and (2) to find out the students’ interest and motivation in learning English through Bilingual Program. The researcher applied mixed method namely triangulation mixed method design (QUAN-QUAL). The population of this research was the students of SMPN 12 Makassar in academic year 2015/2016. This research used purposive sampling. The sample of this research consisted of 40 students; 20 students from seventh grade and 20 students eight grade. In this research also, the researcher took 40 parents and 10 teachers as a sample. The research data were collected by questionnaire which was analyzed by descriptive statistic through SPSS version 16 for windows program.  The result of data analysis shown that bilingual program improve English students skills, bilingual program makes the students mastery in English and learn it in their subjects matter (Mathematics, Science, and English). Bilingual also makes the students have better skills in learning English and, bilingual program has helped the students to develop as a person (students’ personality). The implementation of bilingual program at secondary school make the students are interested and motivated in learning English. From this fact, it points out the way of school and the governments to keep this program and make a policy to make this program keep going

scholarly journals Students’ Satisfaction with the University of Cape Coast Residential and Academic Experiences

2021 ◽  
Vol 11 ◽  
Author(s):  
Michael Boakye-Yiadom
Keyword(s):  
Mixed Method ◽  
Focus Group Interview ◽  
Academic Experiences ◽  
Cape Coast ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
Practical Experiences ◽  
The University ◽  
Students Satisfaction ◽  
Academic Services

The purpose of the study is to explore students’ satisfaction with the University of Cape Coast experience. The study adopted a sequential explanatory mixed-method design and used current students as the population of the study. A sample size of 420 students was used for the study. The study used questionnaires and focus group interview guides to obtain data from participants. The study used descriptive statistics and a thematic analysis approach to analyse the data obtained. The study revealed that students are less satisfied with residential services and attributed this to irregular water supply, unsanitary toilet and urinal facilities, congestion in student rooms. Furthermore, the study showed that students were less satisfied with some academic services. The study recommended that the leadership of departments, faculties and colleges need to review their curriculum with the approval of the Academic Board to enhance students’ practical experiences in their academic programmes.

Single Word Insertions as Code-Switching or Established Borrowing?

2016 ◽  
Vol 8 (1) ◽  
pp. 14
Author(s):  
Marzieh Hadei
Keyword(s):  
Mixed Method ◽  
Mental Lexicon ◽  
Study Data ◽  
Code Switching ◽  
English Speakers ◽  
Single Word ◽  
Bilingual Speakers ◽  
English Bilingual ◽  
Mixed Method Design ◽  
Class 1

<p class="1"><span lang="X-NONE">The present study aims to show whether or not English single word insertions in Persian can be considered as code-switching or established borrowing. A mixed method design is chosen for the study. Data for the present study were collected from 12 Persian-English bilingual speakers in different tape-recorded spontaneous conversations. The findings of the study revealed that English single word insertions cannot be considered as established borrowing for several reasons:  a) They are not integrated phonologically into the Persian frame b) They behave similarly to phrasal insertions with different Persian markers c) They are not fixed in the mental lexicon of the bilingual Persian-English speakers and are used without any awareness and d) English verbs cannot integrate into the Persian frame- neither morphologically nor syntactically. <span>Overall, the present study agrees with Myers-Scotton’s (2002) </span>that borrowing arises originally as code-switching, and borrowed forms and code-switched forms tend to fall across a continuum.</span></p>

scholarly journals STUDENTS’ INTEREST IN LEARNING ENGLISH THROUGH BELAJAR BAHASA INGGRIS WITH ACO APPLICATION

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Sukmawati Tono Palangngan ◽  
Eka Mulyaningsih
Keyword(s):  
Mixed Method ◽  
Random Sampling ◽  
Positive Perception ◽  
Mixed Method Design ◽  
Cluster Random Sampling ◽  
Learning English

The objective of the research was to find out: (1) whether or not the students are interested in learning through Belajar Bahasa Inggris with ACO Application; (2) Students’ perception in Learning English through Belajar Bahasa Inggris with ACo Application. The research was conducted by using mixed method design (Quan-qual) model. The research applied cluster random sampling by taking one class as the sample. The sample consists of 30 students of A3Accounting Class of STIE Muhammadiyah Palopo. The data were collected through questionnaire and supported by interview. The result of the research showed that the students are interested in learning English through Belajar Bahasa Inggris with ACO Application. Furthermore, the students have positive perception toward the application and the most favourable menu in the application is “chat” and “talk.”

scholarly journals Does class participation predict academic achievement? A mixed-method study

2021 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Uğur Akpur
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Mixed Method ◽  
English Language ◽  
Qualitative Data ◽  
Group Of Seven ◽  
Class Participation ◽  
Mixed Method Design ◽  
The Relationship ◽  
Academic Year

The present study’s aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%) participated in the quantitative portion of the study. Course Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at the end of the academic year by the institution were used as data collection tools. The qualitative data were analysed through content analysis of a focus group interview with a group of seven participants. The findings suggested that the relationship between academic achievement and CPG was positive and significant. Correspondingly, the qualitative data revealed similar results with the quantitative data by showing that the class participation has powerful impact on academic achievement.

scholarly journals NEEDS ANALYSIS OF MECHANICAL ENGINEERING STUDENTS IN LEARNING ENGLISH FOR SPECIFIC PURPOSES

2018 ◽  
Vol 1 (3) ◽  
pp. 153 ◽  
Author(s):  
Noeris Meiristiani ◽  
Yulia Nur Ekawati
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Study Program ◽  
Achievement Data ◽  
Engineering Study ◽  
Engineering Department ◽  
English Students ◽  
Academic Year ◽  
English Subject ◽  
Learning English

English subject that is learnt in Mechanical Engineering Study Program is different from English subject learnt in other programs, relating to the aspects of target situation, students’ weaknesses, students’ wishes and their needs. This research aims to find out Mechanical Engineering students’ problems in learning English, students’ needs in learning English and the process of designing syllabus of English subject. This research is case study using qualitative approach. The research participants are 40 students of Mechanical Engineering in third semester, in the academic year of 2017/2018 and two English lecturers who teach in Mechanical Engineering Study Program. The instruments to collect the data are questionnaire, interview and documentation (students’ achievement). Data moreover are reduced, displayed and then conclusions are drawn. The research results show that English subject is needed in Mechanical Engineering department. Students’ needs in learning English related with material aspects of listening, speaking, reading, writing, pronunciation, grammar and vocabulary. In addition, the materials of mechanical engineering and application letter using English are also needed. Moreover, students’ problems in learning English are students’ lack confidence in mastering English both orally and in written. Students’ weaknesses in mastering pronunciation, grammar and vocabulary make English subject difficult to learn. In addition, they do not get used to reading and writing English texts. From the results, it is then recommended to review and design the syllabus of English for Mechanical Engineering which is suitable with students’ needs and give benefits for students and institution.

scholarly journals EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTION TOWARD THE USE OF DUOLINGO IN LEARNING ENGLISH

2020 ◽  
Vol 8 (3) ◽  
pp. 76-85 ◽  
Author(s):  
Nurul Inayah ◽  
Qismullah Yusuf ◽  
Nurul Fibula
Keyword(s):  
Undergraduate Students ◽  
Mobile Phones ◽  
Mixed Method ◽  
Sampling Techniques ◽  
Motivation To Learn ◽  
Positive Perception ◽  
Scale Method ◽  
Mixed Method Design ◽  
Students Attitudes ◽  
Learning English

Purpose of the study: This study was aimed at investigating the students’ attitudes and perception toward the use of Duolingo in Learning English Methodology: A mixed-method design (quantitative-qualitative) was employed in this study. 60 undergraduate students of Syiah Kuala University participated in this study. They were chosen by using purposive sampling techniques. In obtaining the data, questionnaires and interviews were implemented in this study. In the question area, there were 16 close-ended questions adapted from Yang (2012a) and Garcia Botero and Questier (2016) designed using the Likert scale method. Besides, 3 interview questions were asked to 10 chosen students to deeply reveal their perception in using the Duolingo. Main Findings: The result indicated that most students have a positive perception of the use of Duolingo in learning English (Mean=4.0). This study has found that students view Duolingo as a useful and helpful application and a motivational tool in learning English. One of the more significant findings to emerge from this study is the inconsistency between the students’ perception and their acts in using the application. Their positive view on the use of Duolingo was contrary to the fact that they are lacking time in using the application. Applications of this study: This study is intended to shed some lights on how the students perceive their experiences in learning English after using the Duolingo as a part of their out of class engagement. Novelty/Originality of this study: The students’ motivation to learn English outside of the classroom can be enhanced through the use of the Duolingo in mobile phones.

scholarly journals Error Analysis of English Sentence Structure in Students’ Written Paragraphs

2021 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Dike Sundari ◽  
Jumatul Hidayah ◽  
Sarwo Edy ◽  
Farida Esmianti
Keyword(s):  
Mixed Method ◽  
Mother Tongue ◽  
Writing Skills ◽  
Teaching Material ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
English Writing ◽  
Mixed Method Design ◽  
English Students

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords:  Errors, Sentence Structure, English writing skill

The Appearance of Persian-English Compound Verbs in Persian Structure

2015 ◽  
Vol 7 (5) ◽  
pp. 33
Author(s):  
Marzieh Hadei ◽  
Rita A. R. Ramakrishna
Keyword(s):  
Mixed Method ◽  
Single Unit ◽  
Single Case ◽  
Verbal System ◽  
Bilingual Speakers ◽  
System A ◽  
English Bilingual ◽  
Mixed Method Design ◽  
Compound Verbs ◽  
English Verb

<p class="zhengwen">This study pursues an explanation for Persian-English codeswitching in terms of language typological differences. In particular, it aims to show how English verbs occur in Persian structure and identify possible constraints, which occur between Persian and English verbal system. A mixed method design is chosen for the study and data collection includes tape-recordings of spontaneous conversations involving 12 Persian-English bilingual speakers. All bilingual complementiser phrases are transcribed, and all the classified English verbs are analysed to show how they occur in the bilingual, Persian-English complementiser phrases. The findings of the study reveal that the lack of congruity between the verbal system of Persian and English causes some constraints on the insertion of the English verbs. First, in all English elements in the findings of this study, there is noexample that shows English verb occurs as a single unit in the Persian structure. Second, no single case in the findings of this study shows a combination of a Persian verbal morpheme and an English bare infinitive verb. Third, there is no example in the entire corpus that shows the combination of English verb and Persian negation element. Thus, the occurrence of Persian-English bilingual compound verbs is the result of the mentioned constraints between these two languages.</p>

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